The effects of graduated exposure, modeling and contingent social attention on tolerance to skincare products were evaluated with two boys with autism who displayed tactile defensiveness. Upon each presentation step of skincare products the number of positive and negative responses and successful step completion were measured. Procedures included modeling, presenting graduated opportunities, and providing social attention for step completion. Step advancement occurred if a child engaged in a step independently, without excessive refusals. A changing criterion design and a multiple baseline were employed to evaluate effects of this treatment package. Children demonstrated more positive and fewer negative responses as they completed the graduated steps. Effects maintained in follow-up observations.

Objectives: This study compares wearing time for four months after receiving a new spectacle correction in subjects within Autism Spectrum Disorder (ASD) population to typically developing (TD) children and adolescents age 9 to 17 years old. Methods: Children and adolescents who were ASD or TD were enrolled from subjects recruited from another pilot study focused on eye examination testing for children and adolescents with ASD. A psychologist determined group status/ eligibility using American Psychiatric Association Diagnostic and Statistical Manual of Mental Disorders, Fourth Edition-Text Revision (DSM-IV-TR) criteria after review of previous evaluations and parent report of symptomology on the Social Communication Questionnaire. Parents provided the subject's age, level of parent education, gender, race, ethnicity and urbanization level. Parents completed a telephone survey at 1, 2, 4, 8, 12, and 16 weeks after the child received their spectacles. The survey asked questions about wearing time, willingness to wear spectacles and amount of prompting required. Data was analyzed to determine if there were differences between the ASD and TD group. Results: 22 subjects were enrolled who met review criteria for ASD or TD group and needed refractive correction. No significant difference was found between ASD and TD wearing time (p > 0.05). Age, gender, ethnicity, level of parent education, urbanization level and grade in school did not demonstrate differences in adaptation between the TD and ASD groups. Conclusions: Parental reports of wearing time and resistant behavior demonstrate that children and adolescents with ASD adapt to spectacle wear for significant refractive error similarly to typical children and adolescents.